3 Questions to help you Manage Aggression in classrooms

Satori Alternatives to Managing Aggression

There’s an unfortunate reality about teaching that you’ll eventually comes across: you’ll eventually end up angry at one of your students or your students will be angry or aggressive towards you. It’s hard to  know how to manage aggression we might have towards students who aren’t behaving in class. We might feel ridiculed, disrespected, not listened to, or more. As Social Emotional Learning teaches us, our emotions don’t exist in a vacuum. One bad day at home or a bad week outside of school can be compounded when a student acts up, causing us to lash out or turn to aggressive behavior.

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Who are Tough Kids and Why are they Hard to Handle?

Dealing with Tough Kids

As a teacher, you’ve likely encountered your fair share of difficult students. Students have all sorts of different behaviors and personalities. Some are aggressive, others are reserved, some never follow rules, while others listen to everything. Just the same, you’ve likely come across some tough kids.

Your tough kids are students in your class that frequently misbehave or don’t comply. Most, if not all, of your students won’t comply or will misbehave at some point in time, but tough kids are a bit different. They’re students that regularly don’t comply with what you’re asking them to do, and often get angry, hostile, or worse in the situation.

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5 Quick Compliance Strategies to Use in Your Classroom

Behavior Compliance Strategies

One of the hardest things you’ll deal with as a teacher is getting compliance from your students. Students have different energy levels, backgrounds, and personalities and all of those will come into conflict with your behavior compliance efforts.

Here are just a few compliance strategies you can use in your classroom. These strategies might seem trivial and insignificant, but small tweaks can have big changes.

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3 Types of Restorative Circles You can Use in Classrooms

3 Types of Restorative Circles

Restorative circles are strategies you can use in your classrooms to develop relationships, build communities, and respond to conflicts and problems that arise. With restorative circles, you give everyone an equal opportunity to speak, and be listened to.

When you’re building your restorative circles, the basic structure is easy to learn. Gather everyone around in a circle, and follow the guidelines of whatever circle type you’re using!

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Just what is Social Emotional Learning?

What is Social Emotional Learning


If you’ve been in education for any amount of time, you’ve likely heard the words “Social Emotional Learning” before. It’s not a new concept, Social Emotional Learning (or SEL for short), has been around for years, but has just recently started to gain respect, attention, and importance in the world of education.

SEL, as defined by the Collaborative for Academic, Social, and Emotional, Learning is “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

That’s a mouthful, but it contains a lot of really useful information. In a nutshell, SEL is all about understanding how people grow and learn socially and emotionally by looking at the daily interactions and experiences that influence their emotions, behavior, and thereby affect their choices.

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What is Positive Behavioral Interventions and Support anyways?

What are Positive Behavior Support and Intervention Systems

Some of you might know what Positive Behavioral Interventions and Supports is, it’s been around for around twenty years now and its even part of the law. However, maybe you’re new to education, or maybe you’ve been implementing PBIS your whole life but never really knew what it was called.

Positive Behavioral Interventions and Support, or as abbreviated, PBIS, is defined as a “positive and proactive system-level approach that enables schools to effectively and efficiently support student and staff behavior.” Woah, that’s a bit of a mouthful, so what does that mean exactly?

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Personal Accounts: Finding a Passion for Behavior Management

By Janice Burch

All of us know that dealing with behavior issues can be more difficult than dealing with academic issues. With academic struggles, we usually have a clear understanding of what the student can and can’t do, and what skills and strategies we need to teach them. We can also monitor academic progress much easier than we can monitor behavior issues. Behavior  management isn’t as black and white as academics; there are shades of gray when it comes to emotions, relationships, and feelings.

I never realized how much I was interested in the kids that really seemed to struggle in a school setting. They always had a hard time just going with the flow and behaving like the other kids. In my mind, everything seemed like a battle of wills, and I started to wonder if they woke up every morning and planned out how to be more disruptive and disrespectful than the day before. Honestly, I’m not sure when it exactly started, but I found myself very intrigued by these tough kids.

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Personal Accounts: PBIS from a Principal’s Perspective

PBIS from a Principal's Perspective

When I was a principal at a local elementary school, I found out about Positive Behavioral Interventions and Support (PBIS) during my training as a behavior coach with Albert Felts, of the Behavior Team at Region 13 ESC. I was overwhelmed with discipline referrals; everything from students not doing their work, to making terroristic threats. Our morning and dismissal routines (or lack thereof) were chaotic. We needed organization, to set positive behavioral expectations in place, and a system to support not only student behaviors but staff behaviors as well.

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Need to Know: Behavioral Concerns for Students with Disabilities

Behavioral Concerns for Students with Disabilities

On August 4th, 2016 The Office of Special Education and Rehabilitative Services (OSERS), issued a Dear Colleague letter outlining and emphasizing the need for positive behavioral supports in schools for students with disabilities.

A chief point of the letter was outlining the very real hindrances children with disabilities have when facing disciplinary action at school. Among the letter was the finding that “10 percent of children with disabilities, ages 3 through 21, were subject to a disciplinary removal of 10 school days or less.” The letter also acknowledged that among children of color with disabilities, the rates of disciplinary action were higher.

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